6th STD Spoken English R

DEPARTMENT OF SCHOOL EDUCATION
SPOKEN ENGLISH
TEACHER'S MODULE
Class 6
State Council of Educational Research and

The wise
possess all
Training, Tamilnadu.
6th_Std Spoken English.indd 1 10/23/2019 2:55:09 PM

PREFACE
The goal of the Department of School Education, Tamil Nadu is to
provide quality education to all learners in Tamil Nadu. Reforms have been
undertaken to improve the education sector with a view to make it globally
competitive. Reports such as National Achievement Survey (NAS), State
Level Achievement Survey (SLAS) and Annual Status of Education Report
(ASER) indicate the need for improved achievement in literacy outcomes.
Our Constitution provides Free and Compulsory Basic Education to all

children. This is with the aspiration to provide high quality education and
training to get the children ready to face global challenges.
The Department of School Education has an increasing focus on the

quality of education especially on English language outcomes as English
serves as a platform for accessing global knowledge. The programme,
SPOKEN ENGLISH, focuses on building spoken language skills among
children of Classes 1 – 9. It will also enhance the use of ICT in improving
English literacy outcomes.
Let us make every child learn and speak English!
II

NOTE TO THE TEACHER
This teacher’s module is designed to help the teacher transact the
lesson effectively in the classroom. The teacher is expected to go through
the module the day before the class to ensure adequate preparation is
done for the class. Teachers are encouraged to device and use relevant and
contextually applicable teaching and learning resources that will improve
mastery of the content taught. Such resources may include flashcards,
real objects, pictures and wall charts.
The course and its materials enrich the content in the textbook and
aid in language acquisition.
COURSE DETAILS
Nature of Module Number of Topics
Teaching 30
Worksheets 09
III

CONTENTS
Sl. No. TOPICS Page No.
1. CVC Words 1
2. Vowel Sounds 3
3. Consonant Sounds 7
4. Silent Letters 11
5. Sight Words 13
6. Blend and Digraph 16
7. Composite Picture - Action Words 18
8. Picture talk - Word Level 20
9. Picture talk - Sentence Level 22
10. Blending Words 24
11. Framing Simple Sentences 28
12. Developing Vocabulary 32
13. Every day actions 35
14. Continuous action at present 37
15. Habitual Actions 39
16. Tri Verbs – Be Forms 41
17. Completed actions 46
18. Happened actions 49
19. Describing words 51
20. Introducing Oneself 53
21. Expressing Likes 56
22. Expressing Dislikes 58
23. Expressing Ability 60
24. Expressing Inability 62
25. Narrating Events 64
26. Defining Objects I 66
27. Defining Objects II 70
28. Greetings 72
29. Simple Dialogues 74
30. Tongue Twisters 77
IV

WEEK - 1
Topic : C V C Words
Competency : To develop pronounciation
Learning Outcome : The students will be able to speak with correct sounds
pronounciation
SESSION PLANNER
Serial No. of Duration

Activity Details
No. Worksheet (in mins.)
1. Warm Up Introducion of sounds — 10
2. CVC words pracrtice Students tell CVC words — 30
Finding out CVC Students find out CVC
3. — 25
words words
4. Assessment — 25
Total — 90
Warm Up
The teacher introduces the vowel sounds with the letters:
Letter Sounds
a /ʌ/, /a:/, /ə/
e /e/ /i/
i /i/ /i:/
o /o/ /o:/ /ɔ/
u /u/ /u:/
The teacher introduces the letters and the sounds to the students then gives some
examples for the above sounds with some words. The teacher further gives the Tamil
equivalents of the letters and sounds for better understanding.
Then the teacher introduces the consonant sounds and the letters for the students’
understanding.
b ,c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z.

The teacher differentiates the vowels and consonants in a simple manner.
When we pronounce the vowel letters, a, e, i, o, u there is no block in our mouth.
When we pronounce the consonant let as d, c, g, k, n, m, air is blocked somewhere in

the mouth nose. He/ she makes them feel the same.
Activity: 1
The teacher gives the students C V C words and they say them loudly and slowly.
Dog, bit, cot, fit, god, hut, jam, kit, lot, mid, nib, pot, red,top,van,win
Activity: 2
The teacher gives the students a list of mixed words and they have to say the
C V C words only.
Big, egg, cut, men, eel, sea, kid, fat, lit, reel, nod, mud, mat, mad
Assessment
The teacher gives another list of words for students to pronounce.

WEEK - 2
Topic : Introducing vowel sound
Competency : To develop speaking skills
Learning Outcome : The students will be able to.....
• learn the vowel sounds in english
• learn words with the vowel sounds
SESSION PLANNER

Activity Details
1 Warm Up Vowel sounds practice — 20
“I Am Twelve”
2 “Where Am I !!” Finding out vowel sounds — 20
3 “Make Your List…” Words with vowels — 20
4 Assessment Words for the sound 2.1 30

Total 1 90
Warm Up
“I Am Twelve !!”
Procedure:
The teacher prepares a chart paper with tabular column of words and vowel sounds
(12) darkened as follows:
Sit Seat Put Pool
Mad Ten About Pearl
Dot Ball Laugh But
The teacher throws a few questions to elicit answers from the students and she
pronounces the consonant sounds very clearly that the concept is clear to them.
Question: Say two words that will have a short vowel sound in the middle of a word.

Student 1: sin, bin.
Question: Say two words that have long sound in the middle or at the end of the word.
(pronounces the sound)
Student 2: beast, see.
Question: Say two words that have short sound in the middle of the word.
Student 3: full, bull.
Question: Say two words that have long sound in the middle of the word. (pronounces the
sound).
Student 4: cool, move.
Question: Say two words that will have a ‘a’ letter but sounds with wide open mouth in the
middle of the word. (pronounces the sound)
Student 5: band, sang.
Question: Say two words that have /e/ sound in the middle of the words.
(pronounces /e/ sound)
Student 6: many, head.
Question: Say two words that have inverted ‘e’ sound letter in the middle of a word.
(pronounces sound)
Student 7: sister, colour.
Question: say two words that have the inverted ‘e’ sound with two dots on the right hand
side. (pronounces the sound)
Student 8: bird, turn.

Question: say the words which has ‘o’ letter and with a short sound in the middle of the
word. (pronounces the sound)
Student 9: cot, cough.
Question: say the words that have longest vowel sound in the middle of the word.
Student 10: four, fraud.
Question: say the words which has the nasal sound. (pronounces the sound)
Student 11: pass, mark.
Question: say the words which has the arresting sound. (pronounces the sound)
Student 12: blood, cut.
Likewise, the teacher drills most of the difficult consonant sounds in her warm up
activity to make the concept clear.

Activity: 1
“Where Am I?”
Materials needed: Tray, chart papers and marker pens.
Procedure:
The teacher divides the class into two groups and uses chart paper flash cards with
words having vowel sounded letter/letters in them. They may have the vowel sounded
letters at the beginning, middle or at the end of a word accordingly. The players from both
the teams come forward to pick a flash card from the tray and must identify the vowel sound
letter/letters from the word picked. After identification they have to underline the vowel
sound letter/s and say the vowel sound loudly before the whole class. The time given is only
30 seconds. The teacher maintains the score board to note down the points scored by each
student within the time given. The child who exceeds the time is out with no points for the
group he belongs to. The game goes on like this until all the students get a chance to play
the game.
Example: Student 1
PIT
(Team A)
Ans: In the word ‘PIT’, ‘I’ is with the vowel sound and is in the middle of the word.
Student 2
ANT
(Team B)
Ans: In the word ‘ANT’, ‘a’ is with the vowel sound and is in the beginning of the word.
NOTE TO THE TEACHER:

The teacher prepares maximum number of flash cards to cover all the vowel sounds and
must see to that all the students of both the teams are involved in the game to learn the
concept.
Activity: 2
“Make Your List…”
Materials needed: Tray, chart papers strips and marker pens.
Procedure:
words having a VOWEL sounded letter/letters in them. The word may have a vowel at the

beginning, middle or at the end accordingly. The players of both the teams are ready to
receive the question from the teacher. The teacher picks a flash card with a word written on
it and she reads the word for Team ‘A’ and immediately the player of the team must shout
out two other words with the similar vowel sounded words to the teacher in 30 seconds. If
the words given are right the team gets a point. And the same is repeated to team ’B’. The
game goes on like this till all the students of both the groups get a chance to participate.
Example: 1) Student 1
BAD
(Team A)
Answer: SAD, LAD, MAD
2) Student 2
HEAP
(Team B)
Answer: CHEAP, SLEEP

The teacher prepares maximum number of flash cards to cover all the VOWEL sounds and
must see to that all the students of both the teams are involved in the game to learn the
concept.
Assessment
Worksheet – 2.1
Do as directed:
a) Say at least ten words with any long vowel sound you are familiar with.
b) Say three words with a /u:/ vowel sound in the middle of the word.
c) Say two words with vowel sound which has a nasal sound in it.
d) Say 5 words with any short vowel sound you are familiar with.
e) Say 3 words with a /i/ sound in the middle of the word.

WEEK - 3
Topic : Introducing consonants
Competency : To develop speaking skill
• learn the consonant sounds in english
• learn words with the consonant sounds
SESSION PLANNER

Activity Details
1. Warm Up Consonant sounds — 20
“My Name is
Consonant”
2. “Find Me Out!!” Finding out consonant sounds — 20
3. “Clap For Me” Clap according to the — 20
consonant sounds
4. Assessment Oral 3.1 30
Total 1 90
Warm Up
My Name is Consonant
Procedure:
The teacher prepares a chart paper with tabular column of words and Consonant sounds
(24) darkened as follows:
Pot Ball Fish Van Money Nest

Tea Dog Teeth that Sing Hot
Cheese Judge See Zoo Lion Rat
Cat Girl Shoe Measure Yes Watch
The teacher throws a few questions to elicit answers from the students and she pronounces
the consonant sounds very clearly that the concept is clear to them.
Question: Say two words that have the ‘p’ letter at the beginning or at the end. (‘p’ sound)

Student 1: Pig, Pop.
Question: Say two words that have the ‘v’ letter at the beginning or at the end.
(‘v’ sound)
Student 2: Victory, serve.
Question: Say two words that have the ‘th’ letters at the beginning or at the end.
(pronounces ‘th’ sound)
Student 3: theatre, tooth.
Question: Say two words that have the ‘th’ letters at the beginning.
(pronounces ‘dha’ sound)
Student 4: That, thus.
Question: Say two words that have the ‘ng’ letters at the end. ( pronounces ‘ng’ sound)
Student 5: running, song.
Question: Say two words that have the ‘ch’ letters at the beginning or at the end.
(pronounces ‘ch’ sound)
Student 6: chance, church.
Question: Say two words that have the ‘j’ letter at the beginning. ( pronounces ’Ja’ sound)
Student 7: jump, job.
Question : Say the words which has the ‘sure’ letters at the end. ( pronounces ‘sure’ sound)
Student 8: pleasure, pressure.
Question: Say the words that have the ‘sh’ letters at the beginning and at the end.
(pronounces ‘sh’ sound)
Student 8: push, ship.
Question : Say the words which has the ‘y’ letters at the begining. (pronounces ‘ya’ sound)
Student 9: young, year.
Likewise the teacher drills most of the difficult consonant sounds in her warm up
activity to make the concept clear.
Activity: 1
“ Find Me Out”
Materials needed: Tray, chart papers and marker pens.
Procedure:

words having a consonant sound letter in them. They may have the consonant letter at the
beginning, middle or at the end of a word accordingly. The players from both the teams
come forward to pick a flash card from the tray and identify the consonant sound letter/
letters from the word picked after reading the hint on the back of the card. The time given
is only 30 seconds. The teacher maintains the score board to note down the points scored
by each student within the time given. The child who exceeds the time is out with no points
for the group he belongs to. The game goes on like this until all the students get a chance
to play the game.
CHIRP
(Team A)
The consonant sound is at the beginning of the word.

(Hint at the back of the card)
Ans: ‘ch’ (must pronounce as done by the teacher).
Student 2
TIP
(Team B)
The consonant is at the end of the word.

(Hint at the back of the card)
Ans : ‘p’ (must pronounce as done by the teacher).

The teacher prepares maximum number of flash cards to cover all the consonant sounds
and must see to that all the students of both the teams are involved in the game to learn
the concept.
Activity: 2
“Clap For Me !!”
Materials needed: Tray, chart papers strips and marker pens.
Procedure:
words having a consonant sounded letter in them. The word may have a consonant at the
beginning, middle or at the end accordingly. The players from both the teams are ready to
receive the question from the teacher. The teacher picks a flash card with a word written
on it and a student from a team comes in front to listen to the word she reads. Listening to
the word, the player is expected to say the word loudly and must clap his hands to

indicate the number of consonants found in the word. If the word has only one consonant
sound, the player claps once and if the word has two consonant sounds then he is expected
to clap twice . The game goes on like this till all the students of both the groups get a chance
to participate.
TOP
(Team A)
Ans: The student claps twice because there are two consonant sounds in the word.
Student 2
SHOE
(Team B)
Ans: The student claps only once because there is only one consonant sound in the word.

The teacher prepares maximum number of flash cards to cover all the consonant sounds
and must see to that all the students of both the teams are involved in the game to learn
the concept.
Worksheet – 3.1
Do as directed:
a) Say at least ten consonant sounds you are familiar with.
b) Say five words starting with a consonant sound.
c) Say five words with two consonant sounds at the beginning and at the end of the word.
d) Say 5 words with starting with the ‘c’ letter but with a ‘ka’ sound.
10

WEEK - 4
Topic : Silent letters
Competency : To develop speaking and reading skills
Learning Outcome : The students will not pronounce the silent letters
SESSION PLANNER

Activity Details
1. Warm Up Motivation to speak and read — 15
2. Silent Letters Introduces silent letters — 25
3. Silent Letters Words with silent letters — 25
Total — 90
Warm Up
The teacher writes 10 words on the black board and reads them slowly.
Man, more, cast, walk, knife, comb, Wednesday, Thursday, move, sit, site.
The students repeat the words after the teacher. Then the teacher once more reads the
words slowly. He or she tells the students that there are some letters in some words which
are called silent letters. They should not be pronounced.
Permanent rule:
a) The last letter ‘e’ in any word should not be pronounced.
Eg: More, love, caste.
b) The letter ‘r’ should not be pronounced if it is followed by a consonant.
Eg: Thursday, Mark, Shark.
c) The letter ‘r’ should be pronounced when it is followed by a vowel.
d) Eg: create, red, ribbon.
11

Activity: 1
The teacher gives a list of some silent letters in english with examples.
Silent Letter Example
B Bomb, comb, plumber
D Wednesday
E Care, more
G Gnaw
H Hour, honest,
K Knee, knife
L Walk, talk
N Column
P Psalm, pneumonia
R Govern, eastern
T Postman, post-mortem
The students read the words without pronouncing the silent letters.
Activity: 2
The teacher gives a list of common words with or without the silent letters. The students
read them loudly and the teacher helps them.
Area, Boxer, Knob, Knight, Horse, Car, Governor, Rabbit, Pseudonym, Paragraph,
Part, Parrot, Walker, Group, Comb, Post-Office, Tall, Wednesday, Cream
Assessment
The teacher asks the students to take a page from a english newspaper and mark five words
with silent letters.
12

WEEK - 5
Topic : Sight words
Competency : To develop listening to, knowing, recognizing and
reading sight words
• listen and know the sight words
• identify sight words
• say a sentence using sight words
SESSION PLANNER

Activity Details
1. Warm Up Motivating students to pick — 20
‘Pick and say’ and say the sight words
2. Activity 1 Reading the sight words — 30
‘Sight word strip’
3. Activity 2 Reading sight words and say- — 30
‘Bang, Zap, Boom’ ing a sentence using them
4. Assessment Saying a sentence using the — 10
sight words
Total — 90
Warm Up
‘Pick and Say’

Competency: Reading sight words.
Procedure:
The teacher writes these sight words (happy, wish, race, sign, drop, paint, simple,
distance, beautiful, present, clothes, subject, dance, return and center) on flash cards and
places them in a tray. The teacher asks the students to stand in a circle, plays music and
instructs to pass the tray. When the music stops, the student who holds the tray picks the
flash card from it and reads the words aloud. The game continues till all the words are read
by the students.
Materials needed: A tray, a set of flash cards.
The teacher can facilitate if the students find it difficult to read the sight words.
13

Activity: 1
‘Sight word Strike’
Procedure:
The teacher divides the class into two teams. The teacher posts the sight word cards
on the board. The teacher asks everyone to read aloud the words together. The teacher asks
each team to send a representative to the starting point to get ready. The teacher reads a
word from the board and the representatives strike the word. The first who strikes the right
word keeps the card for the team. The new representatives comeup and get ready for the
next round. The game ends when all the cards are gone.
Suggested Materials
A set of sight word cards list: admire, love, move, though, ought, dough, fight, light,
sigh, system, rhythm and cycle.

Teacher can prepare any list of sight words that were recently dealt with.
Activity: 2
‘Bang, Zap, Boom’
Procedure:
The teacher keeps the sight word cards and Bang, Zap and Boom cards in a cloth bag.
The teacher divides the students into three teams. A student from each team grabs a card
which has a sight word and reads it aloud and says a sentence using it. If not, he/she has
to put the card back. Eg. Help – sentence – Please help me.
If a student grabs a Bang! Card, he/she has to put all his/her cards back into the bag.
If a student gets a Zap! Card, he/she has to miss the turn. If a student gets a Boom! Card
he/she can take one more card from the bag. The game ends when all the cards are gone.
The team who has got the most cards is regarded as the winners.
Materials needed: A set of side word cards:

7 cards with the word bang!
5 cards with the word zap!
5 cards with the word boom!
14

Bang! Zap!
‘Put all your cards back’ ‘Miss a turn’
Boom!
‘Take one more turn’

The teacher can choose some of the sight words to focus on.
They can be words that were recently dealt. The teacher mixes up the cards and puts
them in a bag.
Assessment
Choose 2 sight words from the list. Read it aloud and say a sentence for each word.
Suggested Sight words list
1. pedal
2. dessert
3. course
4. guest
5. part
6. patience
7. add
8. design
9. whose
10. guessed

The teacher can give any list of sight words that are recently introduced to the students.
15

WEEK - 6
Topic : Blends and Digraphs
Learning Outcome : The students will be able to speak english words with the
correct sounds including blends and digraphs.
SESSION PLANNER

Activity Details
1. Warm Up Speak properly — 15
2. Students speak Blends — 25
3. Students speak Digraphs — 25
4. Assessment Blends and digraphs — 25
Total — 90
Warm Up
The teacher utters the following words slowly and the students repeat.
Bee, sea, mark, charm, men, clean, should, blue, brown, flower, green,
grey, gift, girl, great, slow, shine.
Activity: 1
The teacher explains Digraphs of two letters that make just one sound like ‘ch’ in ‘chair’and
‘ph’ in ‘phone’. These are example for Digraphs.
On the other hand, when two or more consonant sounds come together and
pronounced separately are called blends. Eg. skirt, still, dream.
The teacher gives a list of blends with examples.
16

Letters Examples
Br Brown, bread
Bl Blow, bleek
Gr Grow, green
Gl Glow, gleam
Fl Flood, flower
Cl Clean, clay
Pr Program , proverb
Pl Please, plan
St Steel, step
Sl Slow, sleep
Tr Tray, trick
tn Button, mutton
St Past, most
Sw Switch, swim
Activity: 2
The teacher introduces Digraphs – words with two letters
Ch Child, change
Sh Show, polish
Th Booth, truth,
Wh What, where
All the students should repeat the words.
Assessment
The teacher asks the students to utter three words for Digraph and three words for
Blend.
17

WEEK - 7
Topic : Composite picture – action verbs
Learning Outcome : The students will be able to describe action verbs from a
large picture

Activity Details
1. Warm Up Action verb from a — 15
Action Verb composite picture
2. Picture of a Doing actions from a — 25
railway station picture
3. Picture of a beach Answering to the question — 25
Total — 90
Warm Up
The teacher shows them a picture of a bus stand and tells action-verbs from it.
Example:
• It is a bus stand.
• The driver is driving the bus.
• The shopkeeper is selling sweets.
• The passenger is sitting in the bus.
• The florist is selling flowers.
• The auto driver is dropping a passenger.
Activity: 1
The teacher shows them the picture of a railway station.
Teacher asks simple questions and the students reply with action verbs.
18

Example:
• The engine driver stopped the train.
• The train moves on the rails.
• The station master is waving the flag.
• The vendor is selling tea and snacks.
• The policemen are controlling the crowd.
• A man is selling newspaper.
• Some passengers are having tea.
• Two boys are playing at the entrance.
Activity: 2
The teacher shows them the picture of a beach.
Example:
• Where are the people sitting? (on the sand)
• What is the boy selling? (snacks)
• What is the man selling? (balloon)
• What is he doing? (Riding Horse)
• What are they doing? (enjoying waves)
• What is the police doing? (watching all)
All the students repeat the sentences.
Assessment
The teacher shows them picture of a birthday party and gives clues. Each student should tell
a sentence with the action-verb.
(celebrating birthday-attending party-cutting cake-giving gifts-giving sweets-greeting-

enjoying-decorating)
19

WEEK - 8
Topic : Picture talk–word level
Learning Outcome : The students will be able to describe a picture and the action
or locations of things in it
SESSION PLANNER

Activity Details
1 Warm Up Mime — 10
2 Students speak Location of objects — 25
3 Students speak Name the actions — 25
4 Assessment — 30
Total — 90
Warm Up
Mime
The teacher shows the students some simple actions in mime and the students find out the
action and name them.
The Teacher shows some actions: the students name them.
You are taking bath.
You are cutting a cloth.
You are cleaning the floor.
You are washing clothes.
You are applying lipstick.
Activity: 1
Then, the teacher places a geometry box in the class at various locations and the students
find the location using prepositions.
20

The geometry box is on the table.
It is under the chair.
It is inside the bag.
It is between a text book and a notebook.
It is near the door.
The teacher shows them some pictures and they name the actions.
Driving, swimming, repairing, arguing, typing, playing carom, etc.
Activity: 2
The teacher shows some pictures and they name the action in full sentences.
He is driving a car.
They are playing cricket.
He is making a table.
She is driving the bus.
Then the teacher shows some objects at various locations and they answer it using
preposition:
Inside, near, on, under, between, behind, before, etc.
Assessment
The teacher asks the students to tell three sentences each using action verbs and
prepositions by showing pictures.
21

WEEK - 9
Topic : Picture talk–sentence level
Learning Outcome : The students will be able to describe any common object in
five sentences
SESSION PLANNER

Activity Details
1. Warm Up Describing an object — 10
2. Students speak Describing the — 25
classroom objects
3. Students speak Describing some — 25
domestic objects
Total — 90
Warm Up
The teacher shows the students a pin and tells five sentences about it. The students
observe it and learn. Then the teacher talks about the gold ring.
It is a pin. (name of the object) It is a ring.
It is made of steel. (what it is made of) It is made of gold.
It is white in colour. (colour of the object) It is yellow in colour.
It is very small. (size of the object) It is small but costly.
It attaches papers. (its usefulness) Many wear it in fingers.
Activity: 1
Then, the teacher calls some of the students to describe any classroom object in five
sentences.
It is a table. It is an almirah/ bureau.
22

It is made of steel. It is made of steel / wood.
It is green in colour. It is green / yellow in colour.
It is big. It is big.
It is useful for writing. It is used for storing files and books.
Activity: 2
The teacher asks the students to describe domestic objects.
It is a gas stove. It is an iron box.
It is blue in colour. It is white in colour.
It is made of steel. It is made of steel and plastic.
It is small but heavy. It is small and lightweight.
It is useful for cooking. It is used to press dress items.
It costs Rs. 2500.00. It costs Rs. 750.00
Assessment
The teacher asks the students to choose any object and describe it in 5 sentences.
(stapler, geometry box, dust bin, chair, mobile phone, foot ball, bangle, wrist watch, tooth
brush, comb, etc)
23

WEEK - 10
Topic : Blending words

• learn blending words with their meanings
• match blending words with their meanings
• create blending words
SESSION PLANNER

Activity Details
1. Warm Up Be familiar with — 20
‘Run and round’ blending words
2. ‘Put them together’ Matching the blending — 20
words with the pictures
3. ‘Whisper and Run’ Identifying the blending — 30
words by listening
4. Assessment Creativing blending words — 20
Total — 90
Warm Up
Run and Round
Procedure:
The teacher explains to the students that blending words or portmanteau is blending
of two words together to make a new word with its own special meaning. He/she gives
examples as follows:
Words Blending words Meaning

A meal that is eaten after break-
Breakfast+lunch Brunch
fast but before lunch
Chill+relax Chillax Calm down
Computer program that disable
Malcious+software Malware
computer systems
24

Materials required: Colour chalk pieces.
Then the teacher writes the blending words in the following way on the board.
emoticon manwich frenemy
liger banoffee brunch
seascape spork workaholic
gogurt dumbfound motorcycle
motel fortnight friendsgiving

The teacher divides the students into 2 teams. He/she reads any word written on the board
and students listen to them. Any student from each team run front to the board and round
the words. This activity continues till all the words are circled by the students.
Activity: 1
‘Put it together’
Material required: Picture cards, word cards with meaning.
Procedure:
 The teacher divides the class into 2 teams.
 The teacher gives picture cards and word cards with meaning to each team.
 The team members are instructed to match the picture and word cards.
 The team which finishes first shouts ‘Bingo’ and say all the words to the class.
 The activity ends until all the words are found out.

The teacher can prepare sets of picture cards and word cards with meanings and facilitate
students when they find it difficult to match the cards.
25

Suggested picture cards and word cards with their meanings
Paratrooper – a member of a paratroop

regiment
Heliport- an airport for landing helicopters.
Moped – a small motorcycle with pedals.
Cheeseburger - a burger with a slice of

cheese on it, served in a bread roll.
Emoticon – the keyboard character to

represent a facial expression.
Pineberry – White strawberry tastes like

pineapple.
26

Activity: 2
‘Whisper and Run’
Procedure:
 The teacher divides the students into teams and places the word cards around the room.
 The teacher asks the students to line up in two rows.
 The teacher whispers the blending word. (e.g. spork)
 To the first two students at the same time.
 Each student whispers the blending word to the next person in their row.
 When the last student hears the word, they have to look around for the word card, they run
to pick it up and return to their team.
 The team that brings the card first gets one point.
 The student who is in the last line goes to the front line and stands now first.
 The game continues until all the cards are brought back to the teams.
 The team with the most point wins.
Materials needed
Suggested word cards
Spoon +fork = spork
Smoke +fog = smog
Ice + sickle = icicle
Chill + relax = chillax
Police + astronauts = policenauts
Break + lunch = brunch
Alpha + bet = alphabet
Costume + play = cosplay
Education + entertainment = edutainment
Meld +weld = meld

The teacher can use the above word cards or blending words recently introduced and write
them on the flash cards and place them around the classroom.
Assessment
Draw a blending word and tell its meaning to the class and also the combination words.
27

WEEK - 11
Topic : Framing simple sentences

• learn to speak simple and meaningful sentences
• understand situations and speak suitably
SESSION PLANNER

Activity Details
1. Warm Up Speak simple sentences — 20
2. ‘Water the elixir Speacking meaningful — 20
of life’ sentences related to the
concept given
3. “Admire to speak” Speak on the given concept — 20
4. Assessment Speak on the given topic 1 30

Total 1 90
Warm Up
Do you like fruits?
Materials needed:
• Pictures of fruits
• Chart paper
• Marker pen
• Glue
Procedure :
The teacher prepares a chart paper with a poem written on it using a marker pen.
Pictures of fruits are stuck along with the poem, “Do you like fruits? ” The teacher reads the
whole poem for a model reading. Showing the pictures, the teacher asks a few questions
to each and every student to test them if they knew the names of the seasonal fruits. The
individual who is called is expected to respond in simple meaningful sentences.
28

“Do you like fruits?”
Apples in the winter time.
Chikoos in the fall.
Mangoes in the summer time.
I like it the best of all!
Apples and Papayas bright.
Eye catching purple grapes.
Sugar cane so sweet, Melons and
Pomegranate juice for me.
Fruits are healthy for me.
They give us energy drink.
Yummy!! Yummy!! to taste.
All of them __ a treat!
he teacher asks a number of questions to elicit answers from the students so that they will
T
learn to speak simple meaningful sentences. Below are few questions and answers given
as example.
Sample questions and answers :
a) Tell the names of the fruits found in the first stanza.
Stu. 1 (Ans) : Apples, chikoos and mangoes are the fruits found in the first stanza.
b) When do mangoes grow?
Stu. 2 (Ans): Mangoes grow in summer.
c) When do apples grow?
Stu.3 ( Ans); Apples grow in winter.
d “I like it the best of all !”, who is the speaker of the line?
Stu. 4 (Ans): The poet/poetess is the speaker of the line.
e) What are Yummy to taste?
Stu. 5. (Ans): Fruits are yummy to taste.
29

The teacher prepares ‘n’ number of questions as asked in the example above to the students
so that they will develop fluency in English by answering simple meaningful sentences.
Thus the teacher has given a warm up to motivate the children to speak simple meaningful
sentences.
Activity: 1
“ Water the elixir of life”

Materials Needed: Chart papers for making cards with pictures stuck on them.
Procedure:
The teacher divides the class into two groups and discusses in general about water, the
basic need for life. Later, she /he shows few pictures on the chart paper with key words
below them. With the help of the pictures and the key words team ‘A’ and team ‘B’ students
are expected to speak few simple sentences. The time given for the activity is 5 minutes.
Each child is given stars up to 5 against his name for speaking a few correct sentences.
Seeing the pictures and the key words , the students speak a number of simple and
sensible sentences before the whole class.
Example:
1) We need water to drink.
2) We must not waste water .
NOTE TO THE TEACHER :
The teacher must prepare a few more different concepts to make students speak. If a
child struggles to speak , the teacher helps him to speak correctly.
KEY WORDS/PICTURES ON THE BOARD
KEYWORDS FOR HELP

Drinking water, cooking, bathing, washing clothes/ utensils, putting out fire , do not waste, plants and animals need water.
Activity: 2
“Admire to speak”
30

Materials Needed: A composite picture.
Procedure :
To motivate the children, the teacher uses a composite picture to show the students
so that they can read the picture and speak a few simple correct sentences related to the
picture by using the key terms written on the board. The teacher calls each individual to
come in front of the class to share their views about the picture shown. Each individual is
given stars up to 5 against his/her name for speaking a few correct sentences. The time
given for each individual is 5 minutes.
CHILDREN’S PARK
Key Words: Rainbow, doll, sea-saw, slider, swinging, ball, exercise,

sun set, green grass, running.
Example:
It is a beautiful children’s park.
A girl is riding on a bicycle.
A boy is playing with the ball and so on.

The teacher can help children speak correct sentences with key terms written on the board.
Worksheet – 11.01
Choose any two from the following situations and speak at least 5 sentences
a) Speak five lines on how you celebrated your Birthday this year
b) Speak five sentences about HONEY
c) Speak five simple sentences about your future ambition in life
31

WEEK - 12
Topic : Vocabulary - (substituting words-synonyms, antonyms or adjectives)
Learning Outcomes : The students will be able to.....

• learn vocabulary, association
• say many synonyms or antonyms for a word
• substitute adjectives
• take away fear of speaking by learning a lot of words
SESSION PLANNER

Activity Details
1. Warm Up Synonyms or antonyms — 20
Shout vocabulary
2. ‘Synonyms and Listing synonyms and antonyms — 20
Antonyms Hunt’ by using a thesaurus
3. ‘Meet many Saying the associated words — 30
friends’
4. Assessment Substituting different words and — 20
say a story
Total — 90
Warm Up
‘Shout vocabulary’
Materials required: A bowl, word slips.

Procedure:
The teacher explains that a synonym is a word which means the same as the other word.
An antonym is a word with an opposite meaning. She gives examples in the following way.
Word Synonyms Antonyms

happy merry, glad, joy sad, worried, sorrowful
small tiny, little, puny huge, big, large
kind nice, good, gentle gruel, bad, rude
32

• The teacher writes several words on slips of paper and puts them into a bowl.
• The teacher picks a word out of the bowl, reads it loud and finds who can shout out a
synonym or antonym first.
• Any student who knows the answer shouts out either a synonym or an antonym.
• The activity continues until all the words are picked from the bowl.

The teacher writes words that were recently learnt or familiar ones to motivate the
children.
Activity: 1
‘Synonym and Antonym Hunt’
Materials needed: 4 Thesauruses, words.
Procedure:
The teacher passes out a thesaurus to four groups and teach them how to use the
book. Then he / she provides the words and asks them to go through the thesaurus to find
synonyms and antonyms. The teacher allots time and invites 2 students from each group to
share their lists with the class.

The teacher can give words recently introduced to the students to find out synonyms and
antonyms.
Activity: 2
‘Meeting many friends’
Materials Required: Flash card, sticky notes, star stickers, pens.
Procedure:
• The teacher takes a word that the class has recently learnt and post the word by writing
on a flash card or on the board.
• Ask the students to suggest all the words they associate with it.
• Each student is given a sticky note.
• The student who suggests the word, says it aloud, writes it on the sticky note and paste
it on the board around the word.
• A star sticker is provided for each right associated word.
• The student with many stars wins.
33

Suggested word (Clothes)
Jeans
Socks Clothes Scarf
Shirt Coat
Assessment
Karl was a nice boy. He lived in a nice house. He had a nice mom, a nice dad and a nice
sister. His dog was nice too. He always wore nice clothes. On his birthday he was given a
nice bike.
The word 'nice' is used frequently. It would be boring to listen!
Read the words given below:
Friendly, little, big, jolly, crazy, generous, noisy, colourful, smart, new, terrific.
Choose the words listed above or add your own and say the story again without
using the word nice .
34

WEEK - 13
Topic : Every day actions (Simple present tense)
Learning Outcome : The students will be able to use simple present tense correctly
in their speech
SESSION PLANNER

Activity Details
1. Warm Up Simple present tense — 10
2. Students speak Permanent & scientific truths — 25
3. Students speak Future actions — 25
Total — 90
Warm Up
The teacher talks to the students generally.
Example:
• I am Kumar/Latha.
• I am a teacher.
• I like tea.
Activity: 1
The teacher tells the students, permanent truths and scientific truths.
Teacher: Where does the sun rise?
Student: It rises in the east sea/sky/mountains etc.
Teacher: When does the sun rise?
Student: The sun rises in the morning.
35

Teacher: What happens when you place an ice bar in water?
Student: It floats.
Teacher: Where do the fish live?
Student: The fish live in water.
The Teacher explains that the above things are truth forever-either natural or scientific.
So they are mentioned using simple present tense.
Example:
1. It rains heavily during winter.
2. The compass shows north-south.
Activity: 2
Teacher: The pooja holiday starts from Monday, Isn't it?
Students: Yes teacher.
Teacher: Where have you planned to go?
Students: I will go to my uncle’s house.
I will go to my aunt’s house.
Teacher: Where will you go for summer vacation?
Student: I will go to Madurai.
Teacher: Very good. These are all future actions but you can tell them in simple present
tense like ‘I go to Madurai for summer vacation’, ‘I write my exam next week’.
The Teacher gives further examples:

• The British Prime Minister convenes the parliament on 15th October.
• I participate in a competition next month.
Assessment
The teacher asks each student to tell 2 sentences in simple present tense.
36

WEEK - 14
Topic : Continuous actions at present (Present continuous tense)
Learning Outcome : The students will be able to use present continuous tense
correctly in their speech
SESSION PLANNER

Activity Details
1. Warm Up Present continuous tense — 10
2. Students speak Teacher introduces actions — 25
going on at the time of
speaking
3. Students speak Tense for future actions — 25
Total — 90
Warm Up
The teacher asks the students to observe his/ her actions and listen to his/her words.
• I am writing on the black board.
• I am drawing a picture on the board.
• I am jumping.
• He is walking fast.
• She is skipping.
• Malar is dancing.
• The boys are playing.
• The girls are writing.
• All are reading newspaper.
The teacher says that the tense is used to tell the action that is going on at the moment.
37

Activity: 1
The teacher tells the students to do some actions and tell them simultaneously.
I am writing.
We are cleaning the board.
She is cleaning the classroom.
He is colouring the picture.
She is singing.
That boy is playing kabadi.
She is clearing the bag.
Activity: 2
The Teacher reads some sentences and all students repeat the sentences.
• The prime minister is visiting Andhra Pradesh next week.
• My brother is returning from Dubai next month.
• We are going to Chennai on 30th November 2019.
• He is celebrating his birthday tomorrow.
• They are celebrating the silver jubilee next week.
Assessment
The teacher asks each student to tell 2 sentences in present continuous tense along with
appropriate actions.
38

WEEK - 15
Topic : Habitual actions
Competency : To develop speaking skills
Learning Outcome : The students will be able to speak about habitual actions using
simple present tense
SESSION PLANNER

Activity Details
1. Warm up Activity Motivation Activity — 10
2. Activity 1 Expressing habitual actions — 20
using Present tense
3. Activity 2 Your daily routine — 30
4. Assessment To assess the programme — 30
Total — 90
Warm Up
The teacher after greeting asks one of the students to come to the blackboard. Ramesh
comes first. Now the teacher says, ”Whenever I call, Ramesh always comes first”. She writes
the sentence on the blackboard and explains the usage of present tense for habitual actions.
Activity: 1
My Habits
Now the teacher asks him to state his habitual actions and writes them on the blackboard.
Usually I wake up at 5'o clock in the morning.
I always come to school by bus.
I read the hindu in the morning.
Usually I eat idlis for breakfast.
I always write with my parker pen.
39

After introducing the habits, the students can say about their habits using the above
sentences.
(Eg.) Mani says, "I always come to school by bicycle".
Activity: 2
Your "Daily Routine"
Now the teacher says about his/her daily routine using simple present tense.
I wake up by 5.00 a.m.
I eat my breakfast by 8.00 a.m.
I start to school by 8.30 a.m.
I reach school by 9.00 a.m.
I teach the children from 9.30-12.15 a.m.
I take my lunch by 1.00 p.m.
I leave school by 4.15 p.m.
I play cricket from 5.00 pm to 6.00 p.m.
I read a novel from 6.30-8.00 pm..
I do my preparatory work from 8.00 to 9.00 p.m.
I take dinner by 9.00 p.m.
I go to bed by 10.00 p.m.
Based on the teachers daily routine, students are asked to write and speak about their daily
routine.
Assessment
Students are asked to speak about their habitual actions (any 5) and daily routine (any 5).
40

WEEK - 16
Topic : TRI-VERB - 1
Competency : To develop listening and speaking skill
Learning Outcome : The students will be able to use tri-verb (be, do and have -
Present) to communicate effectively
SESSION PLANNER

Activity Details
1. Warm Up Introducing one self — 15

Rearranging jumbled words
2. Word order 1 20
into meaningful statements
3. Concord – a game Subject-verb Agreement — 20
4. Three-In-One Matching activity 1 20
5. Assessment Assessing Tri-verb 1 15
Total 3 90
Warm Up
• Teacher makes the students to stand in a circle.
• Teacher picks four objects like pen, pencil, water bottle, notebook etc. and hands them
to four different students in the circle.
• When the teacher says “START”, the students pass the objects to the next ones. When
the teacher says “STOP”, the students who have the objects, say ‘I AM RAJESH. I HAVE
A PEN.’ (Name of the object)
• The game continues with other students for a few more rounds.
Tri-Verb
Tri-verb contains BE, DO and HAVE verbs.

• Be verbs (Present) - is, am, are
• Do verbs (Present) – do & does
• Have verbs (Present) – have & has
41

Using Tri-verb in sentences:
1. I am Kamal. I have a pen. I write with it.
2. It is a cow. It has four legs. It gives us milk.
3. He is my friend. He has a bat. He plays cricket.
4. She is Rani. She has a pet. She loves her pet.
5. You are a boy. You have a bag. You carry it every day to school.
Activity: 1
Word Order —
The following activity aims at making simple statements.
is she Usha She is Usha. (Be Verb)
has Peter a bike Peter has a bike. (Have verb)
we cricket play We play cricket. (Do verb)
From the above activity, the teacher emphasizes the word order in the statements, beginning
with a person (Noun & Pronoun) followed by Be/Do/Have verbs.
Teacher uses the worksheet for practice.
Worksheet – 16.01
Rearrange the jumbled words to make meaningful statements.
1. is / a watch /this__________________________________.
2. a student/ am / I__________________________________.
3. Maria/ food/ cooks__________________________________.
4. waters/ he/ the garden __________________________________.
5. this chair/ four legs/ has__________________________________.
6. works/ in the field/ my father __________________________________.
7. a playground / has / my school__________________________________.
8. are / my friend / you__________________________________.
42

9. have / a mobile/ we__________________________________.
10. long hair/ has / she__________________________________.
Activity: 2
Concord —
This activity aims at Subject-Verb agreement for the Personal pronouns.
Teacher prepares the flashcards as following.
is are am has have
Teacher selects 14 students and divides them into two teams of seven each and makes them
stand in two rows facing each other with at least a distance of 10 feet between the rows.
(name the teams A & B)
Note: If the classroom does not have enough space, the activity can be done outdoors.
Each member in team A is given the names of Personal pronouns i.e. I, We, You, He, She,
It and They. (same as with team B)
Now, draw a small circle between the rows and place the flashcards in the circle. (BE verbs
alone)
Once everything is ready, teacher calls out any one of the personal pronouns. For instance,
when she calls out “WE”, the students whose names are WE, have to rush and pick the
correct ‘be’ verb – ARE. Then Teacher continues the game until she finishes all the pronouns.
Note: The same game can be played with HAVE verbs with another set of 14 students.
At the end of the game, the teacher reiterates the Subject-Verb agreement of the Personal
pronouns and their respective BE and HAVE verbs.
Activity: 3
Three-in-One —
This activity aims at making three consecutive sentences using Tri-verb.

• Teacher uses the worksheet for each student.
• Teacher instructs the students to match the statements from three boxes A, B & C and
make three consecutive sentences.
A B C
43

This is a plant. It has leaves. It bears flowers.
Ramesh is a farmer. He has a field. He works in the field.
Pooja is a teacher. She has a computer. She uses it in the
class.
They are my They have two cows.
neighbours. They rear them.
You have a classroom.
You are a student. You keep it clean.
Worksheet – 16.02
Match A with B and C to make three consecutive sentences.
A B C
This is a plant. They have two cows. He works in the field.
Ramesh is a farmer. She has a computer. They rear them.
Pooja is a teacher. You have a classroom. It bears flowers.
They are my neighbours. It has leaves. You keep it clean.
You are a student. He has a field. She uses it in the class.
1. _____________________________________________________________.
2. _____________________________________________________________.
3. _____________________________________________________________.
4. _____________________________________________________________.
5. _____________________________________________________________.
.
Assessment
Teacher assesses the students using the worksheet 16.3.
Teacher distributes the worksheets to the students and instructs them to say three sentences
about the picture using BE, DO and HAVE verbs.
44

Worksheet – 16.03
Say three sentences about the pictures given below using Tri-verb. (BE, DO and HAVE
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
45

WEEK - 17
Topic : Completed actions (Simple past tense)
Outcome : The students will be able to use the simple past tense effectively in
their conversation
SESSION PLANNER

Activity Details
Introducing simple past
1. Warm Up — 15
tense
2. At school At school — 30
3. Outside school At home — 30
4. Assessment Assessing simple past tense — 15
Total — 90
Activity: 1
The teacher introduces the Simple past tense.
Teacher: Good evening students.
Students: Good evening sir.
Teacher: Nice. At what time did you come to school today?
Students: We came at 9.00 am sir.
Teacher: Very good. When did you have your lunch?
Students: We had our lunch at 12.50 pm sir.
Teacher: That’s good. When did you play games today?
Students: During the PET period, from 3.20 pm to 4.10 pm sir.
Teacher: What we learnt now was SIMPLE PAST TENSE. It describes the actions that
were over in the past. Even a minute ago.
46

Activity: 2
The teacher asks two students to speak about their regular activities today.
Latha: When did you get up?
Santhi: I got up at 6.30 am.
Latha: When did you have your meals?
Santhi: I ate at 8.00 am.
Latha: Where did you keep your bag in the class?
Santhi: I kept it near the chair.
Latha: Where did you go in the afternoon?
Santhi: I went to the hospital as I have cold.
Latha: Well.
Activity: 3
The teacher asks two students to speak about an imaginary interview.
Mohan: What was your aim?
Sekar: My aim is to become a great cricket player.
Mohan: Okay, When did you play your first match?
Sekar: I played in 2015, when I was 10 years old.
Mohan: Fine. How did you practice?
Sekar: I had practiced for 4 hours a day.
Mohan: Why did you miss a century in the match last week?
Sekar: I was not well that day.
Activity: 4
The teacher asks the students to tell each a sentence about their activity today at school or
at home.
47

Student: I took bath today at 8.00 am.
Student: I ate meals at 8.30 am.
Student: I ate an egg for lunch today.
Student: We played kabbadi at 4.00 pm in the ground.
Student: My mother gave me tea at 7.00 am today.
Student: We read a story in the library today.
Assessment
The teacher asks the students to tell about their activities of last month:
Example:
I went to my uncle’s house last month.
48

WEEK - 18
Topic : Happened actions (Past continuous tense)
Learning Outcome : The students will be able to use past continuous tense effectively
in their conversation
SESSION PLANNER

Activity Details
1 Warm Up Introducing past continuous tense — 15
2 At school At School — 30
3 Outside school At home — 30
4 Assessment Assessing past continuous tense — 15
Total — 90
Warm Up
The teacher introduces the Past Continuous tense.

Teacher: What were you doing at 1.00 pm today?
Student: I was eating lunch at school.
Teacher: What were you doing at 3.30 pm?
Student: We were playing in the ground.
Teacher: Good. What were you doing yesterday morning?
Student: We were writing our social science test sir.
Teacher: Fine. What we learn was past continuous tense. It tells about a past action
going on at a past time.
49

Activity: 1
The teacher asks the students to tell about their past continuous actions today.
Student: I was taking bath at 7.00 am.
Student: I was writing homework at 8.00 am today.
Student: We were playing carrom at 4.00 pm today.
Student: My father was repairing the pipe in the kitchen.
Student: My mother was preparing breakfast for us.
Student: The teacher was taking attendance at 9.20 am.
Student: My brother was making a kite in the morning.
Student: My sister was serving food today morning.
Student: My uncle was stitching a pants in the morning.
Activity: 2
The teacher asks the students to tell about their past continuous actions in the past.
Student: We were white washing our house last week.
Student: I was preparing for the term test last week.
Student: The Governor was addressing the members last Monday.
Student: Our Collector was distributing books to the winners.
Student: The girls were singing songs in the assembly last month.
Student: The players were practising hard last Tuesday.
Student: The masons were building a room last week.
Student: We were cleaning the ground last week.
Assessment
The teacher asks the student to tell a sentence using this tense.
50

WEEK - 19
Topic : Describing words (adjectives)
Learning Outcome : The students will be able to use appropriate adjectives to

describe nouns while speaking
SESSION PLANNER

Activity Details
1. Warm Up Motivational activity — 10
2. Naming and Introduction of adjectives to — 20
Describing describe nouns
3. My friend’s dog Uses of adjectives — 20
4. Assessment To understand the performance — 40
level
Total — 90
Warm Up
The teacher writes the following sentence on the board. This is a _______________
board. Then he/she writes two or more optional words to fill in the blank. They are a) white
b) green c) black d) red.
Now he/she asks the students to say the correct answer from the options.
The students say. This is a black board.
Activity: 1
Naming and Describing

The teacher explains nouns and adjectives using classroom situation. He/ She calls
upon the tallest boy in the class to come to the black board. Now he says. “Raja is a boy.”
He / She underlines the word ‘boy’ and says it is a noun.
Now she calls another girl and says. “Mala is a girl.”
Now she adds adjectives the nouns as bellows.
51

“Raja is a tall boy.”
“Mala is a beautiful girl.”
Now she underlines the words tall and beautiful and says that they are adjectives.
They describe the words boy and girl respectively.
Thus, she introduces adjectives and explains that adjectives are used to describe nouns.
Adjectives are also known as describing words.
Activity: 2
My Friend’s Dog
The teacher draws picture of a dog on the board and introduces it as his/her friend’s
dog. Now she describes his friend’s dog with A-Z adjectives and encourages the students to
add to the list.
Example:
My friend’s dog is an angry dog.
My friend’s dog is a big dog.
My friend’s dog is a clever dog.
My friend’s dog is a dirty dog.
My friend’s dog is an excellent dog.
My friend’s dog is a fine dog.
My friend’s dog is good dog.
My friend’s dog is a hungry dog.
My friend’s dog is a wonderful dog.
My friend’s dog is a young dog.
Thus teacher makes the students use more adjectives to describe the dog.
Assessment
Students are asked to speak a sentence using the following adjectives.
52

WEEK - 20
Topic : Introducing oneself
Learning Outcome : The students will be able to use appropriate words to

introduce himself/herself to others
SESSION PLANNER

Activity Details
No. Worksheets (in mins.)
1. Warm Up Know about the students — 20

Give details about himself/
2. “ I Am Unique” — 20
herself
Speaking about himself/
3. “I Am Transparent ” — 20
herself
4. Assessment Speaking on the topics 20.1 30
Total 1 90
Warm Up
“Know about Me”
Materials needed: Blackboard with situations written on it.
Procedure:
The teacher calls a student to answer to the questions he/she asks. She starts to ask
questions like:
Clever, cute, dull, tall, short, lazy, angry, a�rac�ve, bad,

blue, cool different, kind, long, mad
Example:
Question : What is your name?
53

Res. (student): My name is Ravi.
Question: What is your favourite colour?

Res. (student): My favourite colour is yellow.
What is your favourite dish?

Res. (student) ; My favourite dish is mushroom gravy.

The teacher asks many questions to know about the child as a self-introduction to others.
The responses given, tells a clear picture about the individual.
Thus, the teacher has given a warm up to motivate the children to speak using appropriate
words while introducing himself or herself.
Activity: 1
“I am Unique”
Materials Needed: Black board and chalk
Procedure:
The teacher writes few key sentences on the board for self introduction before the
whole class. The students are suppose to read the key sentences on the black board and
start to speak details about himself /herself . Each individual is expected to come forward
and speak at least 2 to 3 sentences about themselves. And each and every speaker is given
stars up to 5 against his name for speaking a few correct sentences within the time given.
5 minutes time is given for the activity.
KEY SENTENCES ON THE BOARD

• YOUR FAMILY DETAILS
• YOUR AMBITION IN LIFE
• YOUR HOBBIES
• YOUR LIKES AND DISLIKES

The teacher creates many key sentences to speak on it as a self-introduction.
Activity: 2
“I am Transparent”
54

Materials Needed: Black board, chart papers cut in the shape of cards, marker pen.
Procedure:
The teacher writes few key words on a piece of card and distributes to the whole
class. The children as soon as they receive the card from the teacher start to prepare few
sentences to speak before all when the turn comes. Each student is expected to come
forward and speak at least 2 to 3 sentences on the key word given to them. Each and every
speaker is given stars up to 5 against his name for speaking a few correct sentences within
the time given. 5 minutes time is given for the activity.
KEY WORDS ON THE CARD
FAVOURITE DRESS My FAVOURITE GAME MY FAMILY

The teacher prepares many cards with varieties of topic to be distributed to all the students
in the class.
Assessment
Worksheet – 20.01
Choose any two from the following situations and speak at least 5 -6 sentences of
your own
a) Speak about your favourite recipe.
b) Speak about your leisure time activities.
c) Speak about you being called with a nick name by your friend.
55

WEEK - 21
Topic : Expressing likes
Learning Outcome : The students will be able to express their likes
SESSION PLANNER

Activity Details
1. Warm Up Expresses his likes — 10

2. Students speak Express likes with reasons — 25
3. Students speak Talk about animals and birds — 25
Total — 90
Warm Up
The teacher shows them a picture of vegetables and flowers. Then, the teacher expresses
his / her likes with reasons for that.
I like carrot, It is healthy.

I like cabbage, It is tasty.
I like rose, It is nice.
I like lotus, It is big.
I like beet root, It is colourful.
The students observe the teacher and repeat the sentences after him/her. They get the idea
of expressing one’s likes with a proper reason.
56

Activity: 1
The teacher shows them the picture of domestic and wild animals. He / She expresses
his/ her likes and dislikes about them.
I like cows. They gives us milk.
I like the hens. They lay eggs.
I like lion. It is ferocious.
I like elephant. It is big.
I like tiger. It is brave.
Activity: 2
The teacher asks the students to tell about one thing they like from their day to day life.
Many come forward.
I like cricket. Many like it.
I like chess. Only two can play.
I like circus. Jockers play games
I like tomato. It is tasty.
I like banana. It is easy to eat.
I like gold. It is attractive.
I like Virat Kholi. He plays well.
Assessment
The teacher asks the students to express their likes about one thing. They can tell
about anything with a proper reason.
The teacher gives them the list or group: actors, movies, vegetables, colours, metals,
animals, towns, cities, etc.
57

WEEK - 22
Topic : Expressing dislikes
Learning Outcome : Students will be able to express their dislikes
SESSION PLANNER

Activity Details
1. Warm Up Expresses his dislikes — 10
Express their dislikes with
2. Students speak — 25
reasons
Talk about animals many
things
Total — 90
Warm Up
The teacher shows them picture of vegetables and expresses dislikes with reasons for that.
I do not like snakegourd. It looks like a snake.
I do not like brinjal. It is not tasty.
The students observe the teacher and repeat the sentences after him/her.
They come to know how to express one’s dislikes.
They get the idea of expressing one’s likes and dislikes with a proper reason.
Activity: 1
The teacher shows them the picture of domestic and wild animals. He/ she expresses his/
her likes and dislikes about them.
I do not like snakes. They are venomous.
58

I do not like elephant. It is difficult to feed it.
I do not like fish. It smells bad.
I do not like lion. It kills others.
I do not like camel. It is very tall.
Activity: 2
The teacher asks the students to tell about one thing he/she dislike from their day to day
life. Many come forward.
I do not like cricket. It is a lazy game.
I do not like chess. It is a pair game.
I do not like pineapple. It is difficult to peel it.
I do not like table rose. It has no smell.
Assessment
The teacher asks the students to express their dislikes on at least one thing. They can
tell about anything with a proper reason.
The teacher gives them the list or group: actors, movies, vegetables, colours, metals,
animals, towns or cities, etc.
I do not like gold. It is costly.
I do not like duck. It does not speak.
59

WEEK - 23
Topic : Expressing one’s abilities
Learning Outcome : The students will be able to express their abilities and inabilities
SESSION PLANNER

Activity Details
1. Warm Up Expresses what can do — 10

2. Students speak Express abilities — 25
Talk more about what they
can do on their own
Total — 90
Warm Up
The teacher explains them what he can do physically. They keenly observe him while he tells
the sentences.
I can jump.
I can sing.
Activity: 1
The teacher asks the students to express two of their abilities.
I can write.
I can walk.
While telling the above sentences, the teacher can do the action so that the students
understand that he can do individually.
I can walk fast. (He is walking fast.)
60

I can write Tamil. (He is writing Tamil)
I can read English. (He is reading English)
I can draw. (He is drawing)
The students keenly watch him/ her as he expresses his/ her abilities and understand it from
his or her action that he can do.
Activity: 2
The teacher asks the students to express five of their abilities which they can do individually.
I can read English.
I can write Tamil.
I can walk fast.
I can draw neatly.
I can sing.
Assessment
The teacher asks the students to speak on the given topics in few sentences
1. I can play cricket.
2. I can ride a bicyle.
61

WEEK - 24
Topic : Expressing one’s inabilities
Learning Outcome : The students will be able to express their abilities
SESSION PLANNER

Activity Details
1. Warm Up Expresses what cannot do — 10
2. Students speak Express inabilities — 25
3. Students speak Talk more about inabilities — 25
Total — 90
Warm Up
The teacher tells them what he cannot do physically. They keenly observe him while he
tells the sentences.
I can’t walk fast. (He tried but he could not.)
I can’t touch the ceiling fan. (He/ she jumped but could not.)
I can’t drive a car.
I can’t swim.
Activity: 1
The teacher asks the students to express five of their inabilities.
I can’t read English.
I can’t sing.
I can’t swim.
I can’t draw neatly.
I can‘t buy jewels.
62

They express some actions that they can’t do individually.
I can’t ride cycle. I can’t cook.
I can’t carry all the books. I can’t drive a train.
I can’t push the bureau. I can’t catch fish.
I can’t wash my clothes. I can’t push the table.
Assessment
The teacher prepares a ‘box of Can’t’s. He puts some action chits inside the box and
asks students to pick one chit and say in a complete sentence. If a student picks the chit
with ‘Drive’ he has to say ‘I can’t drive a car’.
Play, drive, eat
drink, run, stand
63

WEEK - 25
Topic : Describing an event
Learning Outcome : The students will be able to describe an event
SESSION PLANNER

Activity Details
1. Warm Up Describes the Pongal day — 15
2. Students speak Describing an Independence day — 25
3. Students speak Describing Deepavali — 25
Total — 90
Warm Up
The teacher shows them a picture and tells about the event.
The students listen to him / her.
The students are motivated to tell five sentences about the event Pongal festival.
It is a Pongal day.
I wear new dress.
I like to eat sugarcanes.
The house is painted / whitewashed.
My mother prepares pongal in new pot.
I eat sweet and yummy pongal.
I share with others. I feel happy.
Activity: 1
The teacher shows them the picture of an Independence day celebration and narrates the
events. Students listen and repeat the sentences.
64

The headmaster host the national flag . He address the students and speak about the great
leaders and their sacrifice. Students dance, sing and speak about the national leaders. All
the students are given sweets.
Activity: 2
The teacher describes the experiences on the first day to school. Later, she/he expects
each individual to speak at least 2 to 3 sentences about their experiences using the key
words Each student is given stars up to 5 for speaking a few sentences.
Key Words
Words : an alarm clock, new uniform, water bottle, lunch box, school bag,
pencil box, text books, chappals, bus, auto, bicycle, New ribbons, new
friends, teachers, new classroom, fun, happy, fear, shyness, etc.
Example:
I woke up at 05.30 am.

I wore my new uniform and footwear.

The facilitator can help children speak correct sentences if necessary.
Assessment
The teacher gives them a picture of a house warming ceremony. The students
describe the scene with the appropriate words. He gives them the clues.
(House warming ceremony or Grahaprevasam – new house with lightings- friends

and relatives gathered – songs on speakers – decoration with balloons and colour papers –
all are happy- giving gifts – grand meals)
65

WEEK - 26
Topic : Defining an object
Competency : To develop the speaking skill
Learning outcome : The students will able to

• describe an object
• answer riddles on objects
SESSION PLANNER

Activity Details
No. Worksheets Minutes
Warm Up Motivating students to
1. — 15
‘I spy you see’ describe objects
Guessing the objects and
2. Guess and describe — 25
describing them
3. Feel and Tell Describing the objects — 25
Writing the description by
4. Assessment 26.1 25
its shape, size etc
Total 1 90
Warm Up
Procedure:
The teacher sticks the picture cards of objects on the wall. When the teacher says ‘I
spy you see that it is big, round and black and tells us the time’, the students look around
the classroom and say the name of the object aloud.
Thus the teacher motivates the students by describing the object by its shape, size,
color, availability and its uses. The teacher continues till all the names of the objects are
found by the students.
66

Suggested Materials
Picture cards of objects
Activity: 1
Guessing the objects and describing them
Procedure:
The teacher divides the students in pairs. The teacher gives each pair of students a
bag with four small and common objects. One student from the pair is blindfolded with a
hand kerchief (to cover his eyes with the hand kerchief) and the other student places the
objects in the blindfolded student’s hand, who describes what the object is.
Materials needed:
Handkerchief, scale, eraser, pencil, geometry box, marble, match box,
Mobile phone , piece of chalk, etc.
Example :
Student 1 (blindfolded): It is made of wax.
It is small in size.
Is it a crayon?
Student 2: Yes, It is correct.

Student 1: It is small.
There is small and blade and a screw on it.
Is it a sharpener?
67

Student 2: Yes. It is right.
Student2: It is long.
Its edges are smooth.
Is it a scale?
Student 1: Yes. It is right.

The teacher can go around the classroom and check whether the students are able to guess
and describe the object. He/she can facilitate students wherever and whenever necessary.
Activity: 2
‘Feel and Tell’
Procedure:
The teacher divides the class into five teams. He/she puts many small and familiar
objects in the fabric bag and closes it with the zip. The teacher calls a student from each
team to feel an object. They should not open the bag but feel any object with their hands
and describe it to their team members. If the team members guess it correctly, they will get
a point. The game continues until the bag becomes empty.
Student1: Feels an object from the bag.

It is round and small.
It is smooth all around.
It is a marble.
Student 2: Feels an object from the bag.

It is rectangular in shape.
It is smooth on all sides.
It is an eraser.
Student 3: Feels an object from the bag.

It is long.
It is rectangular in shape.
The edges are not sharp.
It is a geometry box.
68

Assessment
Name of the activity: ‘Describe and Get’.
How would you ask for these things in a shop if you didn’t know or couldn’t remember the
names for them? Write a description of each item in a few lines and tell your partner.
Worksheet – 26.01
Find out ‘What am I’.
The teacher divides the students in pairs. The students read the riddles and check the
answers with their partners.
1. I keep you cool when you feel hot I’ m a ______________.
2. It is the flat round object. We put food on it. I’ m a ___________.
3. I am round and I go up and down. You can throw and catch me. I’m a _____________.
4. I am in different colors. I get bigger when you blow air into me. I’m a _____________.
5. The more you work the more I’ll eat. You keep me full. I will keep you neat. You find
me in your box. I’m a _______________.
6. I am handy when you want to write. Find me in the class room. I’m a ________________.
7. I am used to stir your coffee or used to eat soup with. I’m a _____________.
8. I am a container. You can carry water in me. I am_______________.
9. I’m round but I’m not a wheel. I go well with milk or tea. I am________________.
10. I tell you the time. You wear it around your left wrist. I am________________.
11. Sometimes to get inside a house, you need me to unlock.
12. I am manufactured in kilns. I am used to build houses.
69

WEEK - 27
Topic : Defining an object
Learning outcome : The students will be able to

• describe an object
• answer riddles on objects
SESSION PLANNER

Activity Details
1. Warm Up Motivating students to — 10
describe objects
2. Walk and speak Observing and describing — 20
objects
3. What am I Reading the description — 20
and answering
4. Describe and Get Describing the objects — 20
Assessment — 20
Total — 90
Warm Up
‘I Spy you see’
Procedure:
The teacher sticks the picture cards of objects on the wall. When the teacher says
I spy you see that it is big, round and black and tells us the time, the students look around
the classroom and say the name of the object aloud.
Thus the teacher motivates the students by describing the object by its shape, size,
color, availability and its uses. The teacher continues till all the names of the objects are
found by the students.
Activity: 1
‘Walk and Speak’
70

Procedure:
The teacher takes their students for a walk around the school. As they walk the students
write down the description for any two objects in one or two sentences that attracts them.
They ask their partners to find out the answers.
Materials needed : A notebook, a pen.
Activity: 2
‘Describe and Get’

How would you ask for these things in a shop if you didn’t know or couldn’t remember the
names of them? Write a description of each item in a few lines and tell your partner.
Where we get/ What is it
Objects Shape/Size Color Material
availability used for
Assessment
The teacher asks each student to describe as in the above table any one of the following
things given below as in the above table.
Cricket ball, eraser, geometry box, stapler, pin, pencil, chair, plastic bottle, school
bag, school bell, shoe lays, duster, dust bin, wooden table, ceiling fan, tube light.
The teacher gives a common framework.

It is a chair.
It is made of plastic.
It is red.
Many in offices and schools use it.
71

WEEK - 28
Topic : Greetings
Competency : To develop listening and speaking skills
Learning Outcome : The students will be able to greet each other appropriately
SESSION PLANNER

Activity Details
1. Warm Up Introducing greetings — 15

2. At school School situation — 30
Outside school
3. Outside school — 30
situation
Assessing greeting by
students
Total — 90
Warm Up
The teacher introduces the activity by greeting the student himself/herself.

Teacher: Good evening! students.
Students: Good evening sir.
Teacher: Good ! Whose birthday is it today?
Students: Today is John’s birthday sir.
Teacher: Well. John, come here. Wish you a happy birthday.
Students: Happy birthday!
John: Thank you for your greetings.
The teacher explains that we greet others on various occasions and festivals.
Activity: 1
The Teacher asks few questions to the students.
72

Teacher: Mary, come here.
Mary: Yes sir.
Teacher: Why do you want three days leave?
Mary: Our family is going for a tour.
Teacher: Where are you going?
Mary: We are going to Bangaluru sir.
Teacher: Nice. Enjoy the trip. Wishing you a happy journey.
Mary: Thank you sir.
Activity: 2
The Teacher asks two students to read the dialogue between two persons who are in the
market place.
Teacher: By this time next month, we will be celebrating Deepavalli!
Students: Yes sir.
Teacher: Wishing you all a Happy Deepavali!
Students: Thank you sir.
Teacher: I also wish Rahim a happy Bakreed!
Teacher: I also wish Mary a happy Christmas!
After reading the dialogue the teacher then asks the students to speak on a situatation like
In the 'Bus stand'.
Then the teacher gives some general tips on greeting others based on the time of the day.
TIME GREETINGS TAKING LEAVE
12.01 am to 11.59 am Good Morning! See you!
12.01 to 4.00 pm Good Afternoon! Have a nice day!
4.00 pm to11.59 pm Good Evening! Good day!
Going to bed at night Good Evening! Good night!
Assessment
The teacher asks the students to form pairs and greet each other on various occasions.
73

WEEK - 29
Topic : Simple dialogues
Competency : To develop listening and speaking skills
Outcome : The students will be able to converse independently
SESSION PLANNER

Activity Details
1. Warm Up Introducing eliciting answers — 15

At classroom
2. At school At the ground — 30
At the Library
At market
3. Outside school At shop — 30
At hospital
Assessing Simple
Dialogue
Total — 90
Warm Up
The teacher introduces the activity by he /she talking himself\herself or by

asking by simple questions and eliciting answers from the students.
Teacher : Good evening students.

Students : Good evening sir.
Teacher : Do you know why we are here today?
Student : No idea sir.
Teacher : We are here for a spoken english class.
Student : That is fine sir. what will we learn here?
Teacher : We will learn something more about english vocabulary and sentence
constructions.
Student : Well sir.
74

Activity: 1
The Teacher asks two students to read and converse the dialogue which takes
place at the school playground.
Kumar : What is this place?
Sekar : It is the ground. We can play here.
Kumar : Can we do exercises here?
Sekar : Why not? We can do it.
Kumar : Who will guide or help us?
Sekar : Our PET Master will help us.
Activity: 2
place at the school Library.
Mary : Good Morning sir.
Teacher : Good morning. What do you want?
Mary : I want to read a story book sir.
Teacher : OK. Go to the right corner and take one book from the shelf.
Mary : Yes sir. I have taken it.
Teacher : Nice. Sit on the bench and read the book for one hour. Do not write in
the book. Return it before going.
Mary : Yes, Sir. I will read and return it.
Activity: 3
place at the market place.
Ravi : Where can I buy tomatoes?
Mala : Go to the last shop in this line.
Ravi : Yes. Here are the tomatoes. What is the price?
Mala : Rs. 25-00 a kilo. How much do you want?
Ravi : Give me one kilo of tomato. Here is the money and the bag.
Mala : Oh! Nice, Thank you.
75

Activity: 4
place at the Shop
Balu : Do you sell rice here?

Mani : Yes. What type of rice do you want?
Balu : I want boiled rice.
Mani : There is Ponni rice. Recent variety
Balu : How much is one kilogram?
Mani : One kilogram of rice cost Rs. 60-00. How many kilograms do you want?
Balu : I want 5 kilograms . Here is the amount.
Mani : Good . Here the rice.
Activity: 5
place at the Hospital.
Rosy : Can I visit a patient?

Nurse : Yes. Whom do you want to see?
Rosy : I want to see a child.
Nurse : What is the child’s name?
Rosy : The child name is Kalyani, she was admitted today morning.
Nurse : Yes, she is in ward No. 5 Go straight and turn right.
Rosy : Thank you.
Assessment
The teacher asks the students to form pairs and take any situation and carry out a
simple dialogue of 3 lines each of useful information.
76

WEEK - 30
Topic : Tongue twisters
Competency : To develop listening and saying
Learning outcome : The students will be able to
• improve pronunciation, rhythm and stress
• enjoy saying tongue twisters
• able to create tongue twisters on their own
• to take away the fear of speaking
SESSION PLANNER

Activity Details
1. Warm Up ‘Listen Motivating students to say — 20
and repeat’ tongue twisters
2. Disappearing Practicing tongue twisters and — 20
tongue twisters saying them quickly
3. ‘Fix up and say’ Arranging the tongue twister — 30
and saying it
4. Assessment Creating a tongue twister and 30.1 20
uttering it
Total — 90
Warm Up
‘Listen and Repeat’
Procedure:
• The teacher displays the tongue twister poster on the board.
• The teacher chooses one of the tongue twisters from the poster and asks the students
to repeat it.
• The teacher asks the class to repeat the tongue twister slowly and then quickly.
• Then students work in pairs to take turns repeating the tongue twister without mistakes
as fast as they could.
Materials needed: Tongue twister poster.

Thus the teacher motivates the students to listen to tongue twisters to repeat them. He or
she can explain new words in the tongue twisters if the students insist.
77

Tongue Twisters poster
Red lorry ,Yellow lorry I scream, you scream, we all scream

for ice cream
She sells seashells by the seashore

Fresh fried fish
Fresh fried fish
Fresh fried fish
Give papa a cup of proper coffee in a cop-

per coffee cup
Three free throws
Activity: 1
Disappearing Tongue Twister
78

Procedure:
• The teacher divides the class into two teams.
• The teacher writes up the tongue twister (I scream you scream we all scream for ice
cream) on the board.
• Then the teacher gives 5 minutes for each team to practice the given tongue twisters.
• Then he/she rubs out some words and replaces them with lines and challenges the team
to say the complete tongue twister.
Example: I _________ you scream ___________ all ___________ for ____________.
• The team with the right answer raises their hands up and says the tongue twister twice
quickly.
• Each complete tongue twister told by the students without mistake carries 3 points.
• The game continues until all the tongue twisters are practiced.
• The teacher maintains the score board and the team with the highest point is regarded
as winners.
Materials needed : Chalk, Blackboard.
Activity: 2
‘Fix and Say’
Procedure:
• The teacher divides the class into two teams.
• The teacher gives each team 6 tongue twister word card and 6 picture cards.
• The teacher instructs the students to arrange the word card and match them with the
picture cards.
• The team which finishes first shouts ‘Bingo’ and a volunteer from the team says the
tongue twister to the class, thrice.
• The team who says many tongue twisters correctly scores 5 points.
• The team with the most points is considered as the winner.
Materials needed: Two sets of tongue twister word cards and 6 picture cards.
79

Picture Cards Word Cards
Lemon Lucy lime loves and
wuzzy bear fuzzy a was

Had fuzzy hair wuzzy no
Friends four furious phone fought a for
We soon surely sun shall shine the see
Bug black a big black a bear bit big
wash wish I wristwatch to Irish my

Teacher can give recently introduced tongue twisters so that students can easily arrange
them in the correct order and match them with the picture cards.
80

Assessment
Worksheet – 30.01
Create tongues twisters by using the words from the word bank.
Write the words in the blanks under the right heading and say them to the class
twice quickly.
Word Bank
Name Noun 1 Verb Noun 2
Sriram Seashells Sells Seashore
Bala Berries Brought Backdoor
1. __________ ___________ __________ by the ___________.

Name Verb Noun 1 Noun 2
2. __________ ___________ __________ by the ___________.

Name Verb Noun 1 Noun 2
Noun 1 Name Noun 2 Verb Adjective
Set Sundar Scissors Sold Satin
Pack Pradeep Papers Picked Pickled
Sack Sathish Snowshoes Shook Shinny
1. __________ ___________ a __________ of ___________ _____________

Name Verb Noun 1 Adjective Noun 2
2. __________ ___________ a __________ of ___________ _____________

3. __________ ___________ a __________ of ___________ _____________

81

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DEPARTMENT OF SCHOOL EDUCATION

State Council of Educational Research and

6th_Std Spoken English.indd 1 10/23/2019 2:55:09 PM

Our Constitution provides Free and Compulsory Basic Education to all

The Department of School Education has an increasing focus on the

Let us make every child learn and speak English!

6th_Std Spoken English.indd 2 10/23/2019 2:55:09 PM

Nature of Module Number of Topics

6th_Std Spoken English.indd 3 10/23/2019 2:55:09 PM

6th_Std Spoken English.indd 4 10/23/2019 2:55:10 PM

Serial No. of Duration

The teacher introduces the vowel sounds with the letters:

6th_Std Spoken English.indd 1 10/23/2019 2:55:10 PM

When we pronounce the vowel letters, a, e, i, o, u there is no block in our mouth.

When we pronounce the consonant let as d, c, g, k, n, m, air is blocked somewhere in

The teacher gives another list of words for students to pronounce.

6th_Std Spoken English.indd 2 10/23/2019 2:55:10 PM

Serial No. of Duration

4 Assessment Words for the sound 2.1 30

Sit Seat Put Pool

Mad Ten About Pearl

Dot Ball Laugh But

6th_Std Spoken English.indd 3 10/23/2019 2:55:10 PM

Student 8: bird, turn.

6th_Std Spoken English.indd 4 10/23/2019 2:55:10 PM

Materials needed: Tray, chart papers and marker pens.

NOTE TO THE TEACHER:

“Make Your List…”

Materials needed: Tray, chart papers strips and marker pens.

6th_Std Spoken English.indd 5 10/23/2019 2:55:10 PM

Answer: SAD, LAD, MAD

Answer: CHEAP, SLEEP

NOTE TO THE TEACHER:

6th_Std Spoken English.indd 6 10/23/2019 2:55:10 PM

Serial No. of Duration

Pot Ball Fish Van Money Nest

6th_Std Spoken English.indd 7 10/23/2019 2:55:10 PM

6th_Std Spoken English.indd 8 10/23/2019 2:55:10 PM

The consonant sound is at the beginning of the word.

The consonant is at the end of the word.

NOTE TO THE TEACHER:

“Clap For Me !!”

Materials needed: Tray, chart papers strips and marker pens.

6th_Std Spoken English.indd 9 10/23/2019 2:55:10 PM

NOTE TO THE TEACHER:

6th_Std Spoken English.indd 10 10/23/2019 2:55:11 PM

Competency : To develop speaking and reading skills

Serial No. of Duration

6th_Std Spoken English.indd 11 10/23/2019 2:55:11 PM

Silent Letter Example

B Bomb, comb, plumber

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Serial No. of Duration

‘Pick and Say’

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‘Sight word Strike’

NOTE TO THE TEACHER:

‘Bang, Zap, Boom’

Materials needed: A set of side word cards: